Historical Justification and Underpinnings of the American Common Core

Robillard, Gail

CA

Wallender, J. (2014). The Common Core state standards in American public education: Historical underpinnings and justifications. Delta Kappa Gamma Bulletin, 80(4), 7-11. Retrieved at http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?vid=5&sid=be955f56-f9ee-42b7-90a3-51e03e8e0805%40sessionmgr104

In this literature review, the author documents and discusses the historical underpinnings and justifications surrounding CCSS, and synthesizes four main justifications for their adoption. She asserts that only by educators understanding why and how the CCSS adoption came to be will their implementation be effective. The four justifications are creating common educational standards, preparing students for college, stressing quality education for all students, and increasing rigor in schools. The author notes that these four justifications are not new; early educational standards likewise grew from these same objectives.

I like the format of a literature review as it attempts to synthesize all the relevant literature on a topic, thereby giving more weight to the findings. I was interested in the historical development of educational standards as detailed by the author. It was interesting to see what philosophical goals were important to early educators. While the goals seem the same, nonetheless the CCSS have been controversial.  I would be interested in further reading on what precise arguments have been posed against the CCSS. A less important thing I learned was that Delta Kappa Gamma is a professional honor society of women educators, begun just after women were granted the right to vote, in order to promote women in educational leadership positions. The society does not currently permit men to become members. 

The Tech Elite's Quest to Reinvent School in its Own Image

Iansito, Karah

CA

Tanz, J.  (2015, October 26).  The tech elite’s quest to reinvent school in its own image.

Wired.  Retrieved from https://www.wired.com/2015/10/salman-khan-academy-lab-

school-reinventing-classrooms/

Summary

This article discusses the influence Salman Khan (of Khan Academy) and others in the tech elite have on curriculum, instruction, and assessment in today’s classrooms.  

Evaluation  (from my essay on the topic of curriculum and assessment)

In exploring the leading education theorists, I came across much having to do with Silicon Valley’s tech elite and their status as education theorists, or at the very least, their huge influence on curriculum in the 21st century classroom.  This is a topic that both fascinates and infuriates me.  I think there are undoubtedly good ideas that can come from those outside of the education field, but our society’s preoccupation with a silver bullet for all that ails the system can be maddening. Too often, this “silver bullet” comes from the corporate world, and is really just a thinly veiled money grab at the students, teachers, and families expense.  In any case, I finally got around to learning more about the undeniably impressive Salman Khan and his Khan Academy.  This led me to see what Khan is up to lately, which led me to an article written about eighteen months ago about Khan’s first brick and mortar school.  I was inspired.  Not because of all the fancy tech, or the fact that there is a thirty minute mindfulness session daily, but because of the school’s attitude.  If there is one thing public education could use, it’s a good old-fashioned attitude adjustment.  (I need to say here to assuage my own guilt at feeling like a traitor to my team:  It is not an easy job to educate publicly the future generation.  Not at all easy.  I will leave it at that for now.)  I have long held the assumption that if my lesson doesn’t go perfectly, the whole thing should go in the trash bin and I should start all over, by myself, from scratch.  But reading this article helped me to look at the experience of designing lessons and working through them as collaborative and experimental, and why not?  It is one of those things that as I type the words here makes so much sense, and I am left wondering why I hadn’t thought of it this way all along.  One of the people working with Khan said of experimenting,

‘It turns a liability of innovation into an incredible gift for students. They’re teaching them how to work in the 21st century workplace.’ In other words, sometimes you don’t break eggs to make a perfect omelet. Sometimes, the whole point is just breaking the eggs. (Tanz, 2015)

I love this attitude towards experimentation.  It speaks to many things we’ve been exploring in this class as well--the ideas surrounding project based learning and student centered learning, for example, as well as the critical importance of reflection after the lesson or unit is “done.”  I am very excited about this topic of curriculum and assessment, which is so fascinating because it was the one I thought I knew the most about when I set up my reading plan.  

Curriculum Design

Thompson, Ayana

CA-Who Decides

Manjee, A. (2017, February 6). Curriculum Design is Emotional Work—This Teacher Makes It Easier. Retrieved from https://www.edsurge.com/news/2017-02-06-curriculum-design-is-emotional-work-this-entrepreneur-makes-it-easier

Summary: Highlights the exhausting business of creating curriculum from scratch, when pre-packaged curriculum and assessments that are purchased by school districts offer very little flexibility for personalization or modification.

Rating: I think teachers and teacher librarians can relate to the idea of creating curriculum to meet the needs of our changing educational environment.

What Teachers Need from Researchers

Mary Fobbs-Guillory

ET

Saul, Roger. (2016) Education and the mediated subject: What today’s teacher’s need most from researchers of youth and media. Journal of Children and Media, 10(2). Pp.156-163

Roger Saul shares that the majority of today’s educators are still operating with archaic understanding of what young people are capable of and how to engage them in school.  He argues that researchers need to provide educators with a better understanding of their students’ potential to make meaningful contributions to their education.  He also shares that teachers may not realize they are marginalizing their students by not allowing students the opportunity to explore their identity and express themselves as they learn in school.

Saul has offers a balanced perspective in his argument as he shares that teachers too are regulated and may not have the autonomy to change how they address students needs.  He shares that districts need to trust teachers more and allow them to do what research says is best for students.  This was interesting to read as an educator because I often felt that in district schools, teacher’s don’t have much of a voice and they have to do what they are told or else find a new school to work at.  It is encouraging that some people see the need to empower teachers who can in turn empower students to be more involved and engaged in their education.

This Library is Going to the Dogs

Martin, Jeanette
ET - New Trends

Cottrell, M. (2017). Library Waggin' Train: Service dogs, therapy dogs, emotional support dogs: Which ones can come in? American Libraries,48(3/4), 24-25. Retrieved April 4, 2017, from americanlibrariesmagazine.org.

The article assists librarians in how to utilize service dogs in the library. It also explains the rights individuals have to bring their service dogs into the library and the rights the library has in questioning the owner of the animal. Many people buy a service vest for the animal to bring them into public places. Some animals have not been trained and can become a safety and health hazard. The law explains that a librarian can ask an owner of a dog if it is a service animal and what kind of service the dog provides to its owner. The law does not permit one to ask for a certificate or a letter to verify this.

Studies have shown the benefits animals animals can have on people. We are the largest school in the district with special needs kids. Twice a year a service dog comes into our schools library to provide emotional support to our students. It is very soothing to our students and gives our teachers a piece of mind that the students are calm. My son, while he was in college, had the opportunity to cuddle with service dogs during finals. It calmed him down so much he asked me to bring his dog on campus during finals week.

Legislation Influences Curriculum Development

Alpers, Jessica

CA-Curriculum Assessment

Robinson, G. (1961). Legislation Influences Curriculum Development.Educational Leadership, 19, 26-30.

Summary: This article begins with a discussion on how “authority for regulating both the content and conduct of public education in the United States resides in the state legislatures.” Most states have given power to the school boards, however. These bodies all give input in what subject matter is taught in public schools, especially in history, health, and safety. These bodies also set rules to prohibit the teaching of certain subjects, such as subjects that are religious in Utah or the facts of birth control in Michigan. The discussion continues by describing how some states set lists of subjects that must be taught, then gives a history of how curriculum legislation evolved in the first half of the 20th century. The second half of the article gives a long discussion about financing and finance legislation.

Evaluation: While this article is over 50 years old, I believe is gives some good information. It is a good article for beginning research in this area as it gives good background knowledge. I felt that the finance section was a bit off topic, but that is because I was primarily looking for information about curriculum and subject matter. The discussion was still very informative.

The Every Student Succeeds Act: An ESSA Overview

Hudson, Evelyn

CA

Klein, A. (2016, March 31). The every student succeeds act: An ESSA overview. Retrieved from https://www.edweek.org/ew/issues/every-student-succeeds-act/

This article gives an excellent overview of the ESSA for those who are unfamiliar with it. The article breaks down the ESSA into different parts such as "Accountability Goals" and "Testing" to clearly explain the coming changes. There are also videos in several sections for those who need additional explanation.

As someone who knew nothing about the ESSA before this course, I feel much more knowledgeable after reading this article. I appreciated the use of text and videos to really drive the concepts home.

Living in Interesting Times

Frey, Jennifer

CA

Woyshner, C. (2016). CHAPTER 1: LIVING IN INTERESTING TIMES. Curriculum & Teaching Dialogue, 18(1/2), 1-10.

Summary:

This article is very current and addresses how curriculum can include current events and provide lessons on morality. Curriculum could cultivate citizens and shape and motivate them to be aware of social issues and act appropriately. The article also goes over a brief history of what has been the focus of curriculum over time which i found interesting.

Evaluation:

I found this article very interesting, I read it to learn more about curriculum and assessment but found it enjoyable too. I labelled it with a Z-Fun tag since it was an interesting perspective and also provided some history which I liked.

Who Creates Curriculum? New Roles for Teachers

Anne Luca

CA

Monson, M. P & Monson, R.J. (1993)Who Creates Curriculum? New Roles for Teachers. Education Leadership. Vol 51 pg 19-21

Summary

This article covered what can be used to help teachers decide what should be taught in classes. Using the model referred to as the curriculum model, teachers essentially form committees and ask questions in order to figure out what would be the best for students. Teachers are encouraged to use the this model because it puts teachers as the main people who should be deciding curriculum, rather than the district or the government. It encourages teachers to think about learning outcomes and what their goals are to for teaching and learning.

Evaluation:

I certainly found this article to be very interesting. I though that this was a great alternative to have non-teachers decide what students should learn. To me, it should seems like teachers should most certainly be the ones deciding what students are learning. I think that this was a great way for teachers to get even more involved with their student's education.

Common Core and New Adoption: Race to the Top

Shibrie Wilson

ET- New Trends
ET- Restructuring
ET-Standards-based Education
CA- Who Decides
CA-Common Cores Assessments

Cappiello, M. A. (2014). When Racing to the Top Slows Us Down- On Common Core. School Library Journal. Retrieved from http://www.slj.com/2014/10/opinion/on-common-core/when-racing-to-the-top-slows-us-down-on-common-core/

Summary: Mary Cappiello has had the opportunity to network with different persons from teachers to librarians all in different states and able to learn more about Common Core State Standards (CCSS). Common Core State Standards continues to be in the forefront of educational debates. Many have perception that supporting CCSS one supports standardized testing. Cappiello stated "being against them suggests a belief in a top-down government and/or a corporate takeover of education, plus a massive mandate for more testing." Race to the Top (RttT) is a different implementation of educational curriculum. It seems as though Common Core State Standards is the problem its Race to the Top in which enforces excessive testing and specifically tracks achievement by numbers. Schools that have adopted Race to the Top funding are only focused on test scores of students and not the experience and their intellectual growth, everything is based around numbers. Not only are students under pressure with RttT but teachers as well because their performance is dependent on test scores. 

Reflection: I have heard more negative things associated with Common Core State Standards than positive. Now I see that not only is CCSS becoming an issue but Race to the Top. Numbers, numbers, numbers that seems be all legislators care about. Maybe it is because they are trying to compete with other students globally but I am sure there is another way to go about this. I do not believe standardized test should solely determine a students performance throughout their educational career. Curriculums such ad these presented are taking the joy out of being an educator. 

Digital Libraries Postive or Negative

Shibrie Wilson

CA- Who Decides
IL- Analysis and Synthesis
IL-Media Literacy
IL- Other Literacies
IL- Integrated or Separate

The Good News and the Bad News. (2015, May 24). Retrieved from http://lj.libraryjournal.com/blogs/annoyedlibrarian/2015/05/14/the-good-news-and-the-bad-news/

Summary: There is a constant debate among librarians regarding going digital. Many traditional librarians are opposed to materials being accessible to patrons digitally. The issue that some librarians prefer that patrons access library physically and not accessing just on website. Since libraries are constantly competing and defending its relevance we must continue to offer innovative content and materials for patrons. Individuals are seeking after materials in which they can access online without coming to a physical library. This article focuses on different arguments from across the board from those who fully support a digitized library. Some librarians are ready to change the stereotype associated with library of it being boring and just for purpose of "reading books." Libraries will continue to remain relevant due to preferences of different persons, according to article. 

Reflection: I resonated with this article because it is frustrating to think about different aspects of library and where it will leave professionals. There are different aspect because as professionals we must continue to provide innovative ideas in order to compete with technology. Yet, downside to such is that it can possibly eliminate our jobs. 

"Welcome to the Jam": Popular Culture, School Literacy, and the Making of Childhoods

Faulk, M.

Summary:
In this ethnographic study of a group of African American first graders, Anne Haas Dyson illustrates the textual processes-the deliberate manipulation of popular cultural material--involved in the children's shared practices as playful children and good friends. These same processes shaped the ways the children made sense of and began to participate in school literacy. The observed children did not approach official literacy activities in their classroom as though they had nothing to do with their own childhoods. They made use of familiar media-influenced practices and symbolic material to take intellectual and social action in the official school world. Dyson offers a fresh perspective on children's experiences with popular media, emphasizing that they are an integral aspect of contemporary childhoods, not an external threat. Moreover, she presents an alternative view of the pathways and mechanisms through which children enter into school literacy practices, one that illuminates how children build from the very social and symbolic stuff of their own childhoods. (pp. 328-361).

Evaluation:
Very fluid and informative article on the multi-modal ways children assimilate new information and learn effectively. The reader receives an honest snapshot in the day of the life.

Labels:
School literacy, African American 1st graders, multiple literacies, childhood, girls

A review of: Statistics About California School Libraries

A review of: Statistics About California School Libraries

This is the annual data collection of trends pertaining to California School Libraries and the level of library resources made available to students from year to year.

This information isn’t derived from an article, but from the source that directly collected the information.  I reviewed quantitative data that’s been collected for the California Department of Education reflecting the 2013/2014 School Year to examine the availability and types of services offered to California students in grades K-High School.

According to the California Department of Education, in 2013-14, 4,273 California schools completed the survey representing 43 percent of schools (CDE). The CDE report shares, “The following statistical snapshot is based on these data as well as data collected by the California Longitudinal Pupil Achievement Data System (CALPADS) (CDE)”.

While the intentions of what California will do with this information is unclear, it is encouraging to learn library surveys have gone out to schools across the state.  Findings shared by the California Department of Education show that, California continues to rank at the bottom of professional library staffing numbers. In 2012, the California ratio was 1:7,374 (2011-12 CBEDS Report) and in 2014-15 the ratio dropped to 1:7,187(CDE). Considering the size professional staffed deficit, I’m intrigued and curious as to why California ranks so low in areas of professional librarian support systems. What first comes to mind is the size of California. According to the California Department of Education Fingertips Facts on Education, there are 6,235,520 students in grades K-12^th in the state.  Student to educator ratios in general are often compromised, and teacher librarians as important and valued as they may be, are low on the list of improvements for quality the state desires. Another factor that might influence these low rankings can come from the specific requirements Teacher Librarian Service Credential holders are required to have. These requires are in addition to the standard Teaching Credentials these educators must have. In many instances the pay for teacher librarians offers little compensation for amount of extra education and training required to obtain this specialized credential.

Another area of interest in this report, is the acknowledgement of print material as well as web-based. The need for print material is connected to the Common Core State Standards. This condition, validates the significance of having a credentialed teacher librarian as part of the team to increase the quality of student educational experience. 

Since 2011, a steady decline of teacher librarians work in California Public Schools. In my research experience, this decline correlates with state budget cuts. The question isn’t if California can increase the quality of their libraries for students, but when. Many new grants are becoming available within the state to improve California public school libraries.

Statistics About California School Libraries

This is the annual data collection of trends pertaining to California School Libraries and the level of library  resources made available to students from year to year.

Thursday, October 8, 2015

http://www.cde.ca.gov/ci/cr/lb/schoollibrstats08.asp

 Questions:   Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

Last Reviewed: Thursday, October 8, 2015

Trust: A "Radical" New Way to Create Better Students

Johnson, Meghan

ET

Schwartz, K. (2014). Why trust is a crucial ingredient in shaping independent learners. KQED. Retrieved from http://ww2.kqed.org/mindshift/2014/11/04/why-trust-is-a-crucial-ingredient-to-shaping-independent-learners/

Summary: This article by Katrina Schwartz discusses the need for trust in schools. Despite the fact that students are supposedly being prepared for the “real world” in high school, they have many restrictions placed on them ranging from the types of materials they can view to the tools they are allowed to use to approach problems. There needs to be trust between students, teachers, administrators, districts, and parents as well. While this is a scary prospect, Schwartz believes that this is ultimately the best way to create fully functioning and accountable students.

Evaluation: I found this article to be absolutely fascinating. I could see myself in the anti-trust kind of teacher described by Schwartz. It is indeed a terrifying prospect to look at entire student body and grant them a larger portion of responsibility for the success of their education. I believe Schwartz is correct, though, when she states that the likely benefits outweigh the potential negatives. She provided great details from a school called New Caanan High School where a system of trust in regards to cell phones and new technologies exists. These students seem to realize the benefits of maintaining this system of trust and honor it, which astounded me! As an academic librarian, though, I can see how this type of system is necessary. I constantly complain to my coworkers about how new undergraduates have no idea how to use certain tools (such as an online catalog) and don’t have any respect for the higher educational institution they get to study at. These are the students most systems are creating, though. Students who have it drilled into them that they cannot be trusted to know what they want to study and to determine which tools they need to use. I think Schwartz is right. Trust-based educational systems are the only way to create students that will succeed in higher education and in society.